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• Chapter 1: Understanding accounts of Asian women in British society
• Chapter 2: Communities and identities
• Chapter 3: Race, gender and identity
• Chapter 4: Asian women's experiences in higher education
• Chapter 5: The Academy
• Chapter 6: Friendship networks and support
• Chapter 7: Families and financial support
• Chapter 8: Arranged marriages, education and changing forms of identity
• Chapter 9: Dowries: past present and future
• Chapter 10: Conclusions.
• (source: Nielsen Book Data)

More Asian women are entering higher education in the UK than ever before, and the number looks likely to rise. Their engagement with higher education reflects widespread changes in the attitudes and cultural expectations of their various communities, as awareness grows of the greater long-term value associated with continuing in education. Today they face different challenges and share different ambitions from those of their mothers and grandmothers. This book examines the experiences of young Asian women in higher education and the difficulties they face because they have no shared background of engagement with the British university system. It considers what motivates them to succeed and describes their strategies for building support networks that help them succeed with the university setting and actively shape their lives. Taking a theoretical and empirical perspective Kalwant Bhopal examines the diversity of Asian women's experiences in higher education and provides original and valuable insights into their experience. She explores the friendship and support networks that women turn to whilst at university as well as familial support. Especially striking are her findings about the effect of higher education traditional practices such as arranged marriages and dowries, and about the empowerment generated by changing the economic status of women within British Asian society. "Asian Women in Higher Education: Shared communities" offers a new and original perspective on the educational experiences of Asian women at university. It will be invaluable to teachers, postgraduate and undergraduate students and academics interested in the study of gender, ethnicity, identity and higher education.
(source: Nielsen Book Data)

In 1869, when five women enrolled at university for the first time in British history, the average female brain was thought to be 150 grams lighter than a man's. Doctors warned that if women studied too hard their wombs would wither and die. When the Cambridge Senate held a vote on whether women students should be allowed official membership of the university, there was a full-scale riot. Despite the prejudice and the terrible sacrifices they faced, women from all backgrounds persevered and paved the way for the generations who have followed them since. By the 1920s, being an 'undergraduette' was considered quite the fashionable thing; by the 1930s, women were emerging from universities as anything from aviation engineers to professional academics. Using the words of the women themselves, "Bluestockings" tells their inspiring story - a story of defiance and determination, of colourful eccentricity and at times heartbreaking loneliness, as well as of passionate friendships, midnight cocoa-parties and glorious self-discovery.
(source: Nielsen Book Data)

• Introduction--
• Part 1: Access and Ambitions--
• 1. Going to University in England between the Wars: Access, Funding and Social Class--
• 2. Men and Women in Higher Education in the 1930s: Family Expectations, Gendered Outcomes--
• 3. Driving Ambitions: Women in Pursuit of a Medical Education, 1890-1939--
• 4. Wasted Investments and Blocked Ambitions? Women Graduates in the Postwar World--
• 5. Gaining Places: The Rising Proportion of Women Students in Universities after 1970--
• Part 2: Coeducation and Culture--
• 6. Siege Mentalities--
• 7. Women Students and the London Medical Schools, 1914-39: The Anatomy of a Masculine Culture-- 8. 'Apostates' and 'Uncle Toms': Challenges to Separatism in the Women's College--
• 9. Troubled Identities: Gender, Status and Culture in the Mixed College since 1945 10-- The Student Rag-- Conclusion-- Select Bibliography: Works Used in the Text.
• (source: Nielsen Book Data)

This compelling and stimulating book, explores the gendered social history of students in modern Britain. From the privileged youth of "Brideshead Revisited", to the scruffs at 'Scumbag University' in "The Young Ones", representations of the university undergraduate have been decidedly male. But since the 1970s the proportion of women students in universities in the UK has continued to rise so that female undergraduates now outnumber their male counterparts. Drawing upon wide-ranging original research including documentary and archival sources, news film, and press coverage of student life and life histories of men and women who graduated before the Second World War, this text provides rich insights into changes in student identity and experience over the past century. The book examines: men's and women's differing expectations of higher education; the sacrifices that families made to send young people to college; the effect of equality legislation; demography; changing patterns of marriage and the impact of the 'sexual revolution' on female students; and the cultural life of students and the role that gender has played in shaping them. For students of gender studies, cultural studies and history, this book will have meaningful impact on their degree course studies.
(source: Nielsen Book Data)

Although considered one of the most excluded and disadvantaged groups in higher education, South Asian women are rapidly narrowing the gender gap and Pakistani and Bangladeshi origin women are catching up with Indian women in their uptake of higher education. The implications for HE and for the labour market of these highly motivated and confident young women are discussed in this book."Moving On Up" is informed by research in the area of higher education and compares the aspirations and experiences of Indian, Pakistani and Bangladeshi origin women. It explores how they balance their education with plans for marriage, and their experiences of racism and Islamophobia at university and elsewhere. It analyses the barriers to HE arising from institutional, financial and community factors and the ethnic segregation that appears to be emerging among the traditional old universities and the new universities.The lively accounts by the women in the study, the clear contextualisation and sharp analysis all combine to bring valuable new insight and knowledge to academics and teachers in the field of ethnicity, racism, education, HE and gender studies.
(source: Nielsen Book Data)

• The Process of Inclusion Victorian Views of Coeducation Administration& Legislation Academic Student Life Facilitating Coeducation Extracurricular Student Life Student Publications Life After Graduation Drawing Conclusions.
• (source: Nielsen Book Data)

University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
(source: Nielsen Book Data)

This history of the movement for higher education for women in Great Britain focuses on the triumphs and struggles of the movement.

The mixed race population has shown an unprecedented increase in Britain in the last few years, and mixed race is currently heralded as the UK's fastest growing ethnic group. Whilst this development has been reflected in the recent rapid growth in mixed race studies, this is the first book which specifically examines the relationship between mixed heritage women and the further education sector.Drawing on mixed race women's narratives on identity and further education, this book challenges some of the conceptualisations of race, culture and mixed race identity in contemporary sociological literature, and critically examines government discourses around personhood and equity identifiable in post-compulsory education policy. The data reveal that competing discourses of individualism, essentialism and postmodernism are at work, and that it is necessary to understand the interplay of these discourses in order to do justice to the complexity and multiplicity of ways in which the women in the study speak about their identities and experiences." Recasting Race" is important reading for those working in the fields of sociology, sociology of education, cultural studies, and gender and feminist studies, as well as for those developing and teaching on undergraduate and graduate courses in education, and PGCE and Cert Ed. courses. It discusses some of the implications the research has for feminist politics, and provides a source for future education policy and practice recommendations which take the experiences of mixed race people into account.
(source: Nielsen Book Data)

• Part 1: everday life in today's schools - the female pupil's experiencs-- adolescent resistance to sex equality messages-- the "hit list" and other horrow stories - sex roles and school transfer-- lessons from St Luke's - reflections on a study of Scottish classroom life-- the old girl network - recollections of the field work at St Luke's-- the lost enchantment? refocusing the history of science education for girls.
• Part 2: universities are for women - but you'd never notice it from the Winfield report!-- the great Bangor scandal of 1892-- ghettos and celibacy or, the lion, the witch and the wardrobe-- old fogies and intellectual women - an episode in academic history-- measuring up to the scientific elite Rosalind Franklin and the laureate profile-- murder after suffrage and other stories - feminism and the golden age of the detective story.
• (source: Nielsen Book Data)

Sara Delamont was the first woman President of Bera in 1984. This volume includes her Presidential address, and a selection of her other papers on gender and education written over the past 25 years.
(source: Nielsen Book Data)

• Introduction - no distinction of sex?-- access and accommodation-- lady superintendents and tutors to women students-- halls and hostels for women students-- women academics-- student life-- conclusion.
• (source: Nielsen Book Data)

By 1939 women represented nearly one quarter of the student population in British universities. Though tantamount to a "social revolution" in the eyes of many contemporaries, the process has recieved scant attention from historians. Whilst prejudice and hostility towards women lingered on in Oxford and Cambridge, it has often been assumed that the female presence was welcomed elsewhere. The younger, civic universities commonly advertised themselves as making "no distinction of sex" in admissions, appointments, or in educational policy. This work of social history, based on extensive archival research, examines the truth of these claims and explores the experiences of women teachers and students in this period.
(source: Nielsen Book Data)

• Part 1 Introduction: the student group-- the courses-- the interviews-- the shifting from barriers to trauma-- the problem of definition-- traumatic experiences.
• Part 2 Why do women return to education?: more personal reasons for returning-- contradictory or complementary explanations?.
• Part 3 Identity and education: the social influences on gender identity-- agency-- a case study - Colette-- summary.
• Part 4 The impact of major life events or changes: Heather-- Deidre-- Liz-- Joy-- Olga-- Leila-- summary.
• Part 5 Childhood experiences: Dilys-- Alison-- Gloria-- Vida-- Aurora-- summary.
• Part 6 Unplanned pregnancies, life course and a return to education: Claire-- Bryony-- Frances-- Jenny-- summary.
• Part 7 Mega trauma and the links with education: Gerry-- Petra-- Sheila-- summary.
• Part 8 Conclusion: Della's story-- what is in education for women?.
• (source: Nielsen Book Data)

Why do mature women return to education? On the face of it, the answer would seem obvious - to gain qualifications which they had not acquired in their earlier learning. However, their return to learning seems to be much more than just about paper qualifications. This book describes the experiences of a number of mature women students who return to learning some time after their compulsory schooling. The book looks at the links which the women make between their life stories and their return to education. In particular, it focuses upon a number of women who talk of painful experiences either past or current in their lives - experiences such as manipulative and controlling parents, psychological, physical and sexual abuse, an alcoholic parent, the death of a child or other family member and other difficult life events. These experiences have had a considerable and often ongoing effect on the women's lives and their return to education seems to be much more than just about paper qualifications. For example, the women talked of confidence, status, proving ability, self respect and independence, and what emerged very clearly from their stories was the desire to have some power and control over the way in which their identity was defined. The book illustrates the links between the women's return to education, their past, often very painful experiences, and identity. Sometimes the women make very clear connections, but at other times the connections are less explicit, though nevertheless powerful.
(source: Nielsen Book Data)

• List of Tables List of Boxes List of Exercises Foreword-- M.David & D.Woodward Acknowledgements Notes on the Contributors Introduction-- C.Britton, S.Hatt & J.Kent PART A: OUR EXPERIENCE The Research Context-- J.Kent & A.Palmer Doing a Higher Degree-- C.Brina, S.Parsons & R.Early Developing a Research Agenda-- M.Jackson & S.Maile Supporting Women in Research-- C.Britton Getting a Job-- S.Hatt PART B: YOUR EXPERIENCE Your Strengths and Weaknesses-- S.Hatt Your Goals-- S.Hatt Your Strategies-- J.Widdows
• Appendix 1: A Research Proposal
• Appendix 2: Information on Postgraduate Research Opportunities and Funding
• Appendix 3: Useful Addresses Bibliography Index.
• (source: Nielsen Book Data)

More women than men complete a social science undergraduate degree but few consider a research career. Social science research has typically been a masculine endeavour, and women who are engaged in social research in British universities face greater obstacles than men in building a successful career. This book draws upon the experiences of a group of women who came together for support and encouragement in becoming 'research active'. These women are at different stages of their careers and their personal lives, and yet each contribution reflects the difficulties of being a woman researcher in academia. The main issues facing women in research are identified and the book will be useful for those considering, or already embarked upon, a research career. It also contributes to debates about women's role in the academic world. This collection breaks new ground by combining the reflections of established researchers with self- assessment exercises for potential researchers.
(source: Nielsen Book Data)

• Interdisciplinary ideals and institutional impediments - a case study of postgraduate provision, Elizabeth Bird-- mothering and education - reflexivity and feminist methodology, Miriam David et al-- the power of numbers - quantitative data and equal opportunities research, Mairead Dunne-- deaf women academics in higher education, Ruth Elaine Gibson-- Irish women in higher education in England - from invisibility to recognition, Breda Gray and Louise Ryan-- women and disability in higher education - a literature search, Alessandra Iantaffi-- women and careers in higher education - what is the problem?, Christine Heward-- women in management education - the token topic?, Pat Hornby and Sue Shaw-- equal opportunities and higher education, Maggie Humm-- good practices, bad attitudes - an examination of the factors influencing women's academic careers, Jane Kettle-- in the prime of their lives? older women in higher education, Meg Maguire-- interrogating patriarchy - the challenges of feminist research, Louise Morley-- activists as change agents - achievements and limitations, Liz Price and Judy Priest-- black women's inclusion in professional and management education, Catharine Ross-- terms of engagement - pedagogy as a healing politic, Val Walsh.
• (source: Nielsen Book Data)

This text presents evidence of the work and action of feminists in academia and shows that there is still much to be done before academia is a safe and welcoming environment for women. Women integrate their experience with theory to document and challenge the obstacles to equality and difference.
(source: Nielsen Book Data)

This text brings together writing and research on feminist experience in academia. It covers issues such as provision of care, maternalism in the academy and dynamics of interaction between women in higher eduction. There are challenging and provocative analyses of many questions: how large is the gap between rhetoric and reality in HE institutions? how do institutions behave towards disabled staff? how far is stereotyping still affecting the roles which women play in academia? what do women face when they combine motherhood with teaching or studying? coping mechanisms and survival tactics are brought under scrutiny, and the effect these have on the behaviour of female academics and their interactions with the institution of each other. This text should provide insight and evidence for researchers to further develop their own theories, and also many starting points for those wishing to undertake their own research. Written in collaboration with the Women in Higher Education Network.
(source: Nielsen Book Data)

Although until now virtually unacknowledged in the field of women' education, Anne Jemima Clough was active throughout her long life in the field. Among other positions, she held the position of principal of Newnham College, Cambridge, for more than a decade, from 1880 until her death in 1892. But in spite of her prominent position, her achievements were overshadowed by her more visible and vocal contemporaries in higher education, such as Emily Davies and Josephine Butler. Nevertheless, she was always a loyal and tenacious follower and an uncomplaining worker. In a subdued way she lived and labored fervently for the furtherance of women's education. Quietly, and with remarkably little encouragement or guidance, she pursued and finally realized her dream, a dream that would at last allow her to help make education accessible to all women. In this volume I have compiled, edited, and annotated most of Anne Jemima Clough's unpublished papers. In addition to transcribing her diaries, or notebooks, I have incorporated chronologically into the text some examples of the voluminous amount of correspondence she wrote and received during a long life filled with activity. The Anne Jemima Clough papers will not only provide raw material for scholars studying the women's movement during the nineteenth century, but they will also be a useful and engaging read for all students and scholars of the women's movement, education, Victorian feminism and gender studies.
(source: Nielsen Book Data)

• Gender issues in adult and higher education - concepts, perspectives and research-- drawing on theory - combining action, structure and feminism-- researching women's lives - interviews as life histories-- Warwick university - culture, context and community-- connecting the past with the present - the impact of education, gender and class-- employment, domesticity and the quest for fulfilment-- learning a mature student career - adjustment and consolidation-- experiencing university life - intersections of public and private worlds-- present and future biographies -changing lives and future hopes-- transforming women's lives -education as empowerment?.
• (source: Nielsen Book Data)

This text centres on a case study which looks at the experiences of non-traditional adult women students in universities, from the perspectives of the actors. The interaction of structure and agency and the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students are examined by drawing on three perspectives: feminism; Marxism; and interactionism. An underlying question is to what extent did studying change the way participants perceived themselves as women? It relates life histories to their student career as individuals and collectively as subcultural groups. It also includes a sample of male adult students in order to compare and clarify gender issues. The text also uses macro and micro sociological theories as a tool for understanding the experiences of women at university and the relationship between their public and private lives. The book concludes that studying for a degree represented an active decision to take greater control, to break free from gender and class restraints, and to transform individual lives. The study aims to clarify and reassert the radical individual traditions within sociology, feminism and adult eduction.
(source: Nielsen Book Data)